Studying abroad inclusively: Reflections by college students with and without intellectual disability
by Seb Prohn, Kelley Kelley, David Westling
Available formats: pdf
Prohn,
S., Kelley,
K.
&
Westling,
D.
(2017).
Studying abroad inclusively: Reflections by college students with and without intellectual disability.
Journal of Intellectual Disabilities,
20(4),
341–353.
https://doi.org/10.1177/1744629515617050
Postsecondary education programs have increased opportunities for students with and without intellectual disabilities to study abroad as inclusive classes. Using open-coding qualitative techniques, the authors examined an inclusive study abroad group’s daily reflective journals during a study abroad trip to London and Dublin. Three shared categories emerged from analysis: personal development, bonding/social inclusion, and learning from English and Irish adults with intellectual disabilities. Each group reported two distinct categories as well. Students with intellectual disabilities described the importance of mobility/transportation and fun, while their classmates without intellectual disabilities described the importance of inclusive learning and an increasing awareness of barriers to full participation for people with disabilities. Student-constructed categories are used to describe the benefits of inclusive study abroad and build future inclusive international opportunities.